Crosswalk between Delaware Stars for Early Success
ECE Center Standards & Delaware IDEA Part B Section 619 Program Standards
Domain: Family and Community Partnerships Maximum 20 points
Rationale: Family involvement and reciprocal family-provider relationships are fundamental to high quality early care and education services. This dimension of practice emphasizes ongoing, bi-directional communication between families and programs. Meaningful family engagement in early care and education programs requires attention and sensitivity to the needs of all families. Further, collaboration between child care programs and schools/other agencies assists programs in accessing resources to meet the needs of young children and their families.
Categories: Communication (FC), Involvement & Support (FS), Community Partnerships (FP)
Code / Stars Standards / Regulations / 619 Program Standards /FC1
Maximum
2 points / Program welcomes all children and their families with procedures that embrace inclusion and diversity. / IDEA: LRE: A1/B1 / REQUIRED
619 Procedures Manual
1.Star 3
Programs must follow NAEYC/DEC Inclusion Policy
Star 4 Requirement:
APR Meet LRE Setting A1 or B1 for all classrooms
A1 - If at least 10 hours per week:
Where does the child receive the majority of hours of special education and related services?
A1 = In the regular education program
B1 -If less than 10 hours per week:
Where does the child receive the majority of hours of special education and related services?
B1 = In the regular education program
FC2
Maximum
4 points / Each classroom provides regular written correspondence with families.
· For classrooms with children predominately 0-36 months, correspondence is individualized and provided daily
· For classrooms with children predominately 37 months and older, correspondence can be group and weekly / REQUIRED
Currently, school districts do have procedures for communicating with families.
619 Procedures Manual
· All classrooms/teachers must provide written communication with families at least once a week.
Documentation:
· 619 Procedures Manual
· School District Staff Training Sign In sheet
FC3
Maximum
1 point / Program conducts conferences with families at least twice annually. / 1. IDEA Regulation – IEP Update
925 24.7 Review and revision of IEPs, General: Each public 25 agency shall ensure that, subject to 24.8 and 24.9, the IEP Team reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and revises the IEP, as appropriate, to address:
24.7.1 Any lack of expected progress toward the annual goals described in 20.1.2, and in the general education curriculum, if appropriate; / REQUIRED
619 Procedures Manual
· All teachers must conduct family
conferences twice a year for all families
Documentation
Check sheet – family conferences
Documentation –
Conference schedules
Sign in sheets
School Calendar
Monitoring
Teacher Binder/computer – schedules and
sign in sheets
Annual Report
FS1
Maximum
4 points / Program makes accommodations for families of children with identified disabilities or who are dual language learners.
· Accommodations for families of children with identified disabilities
· Accommodations for families of children who are dual language learners / Regulation:
IDEA Regulations - #300.324 Development, review and implementation of IEP
24.1 Development of IEP, General: In developing each child's IEP, the IEP Team shall consider:
24.2.2 In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP; / REQUIRED
619 Procedures Manual
· Home Language Survey must be completed at registration
· Evaluation must be in primary language
· Interpreters must be present at all meetings
Documentation –
· IEP for children with disabilities - use of evaluation in primary language
· IEP -Interpreter/translator for families,
· Home Language Survey given at registration
FS2
Maximum
2 points / Program systematically gathers information from families and uses data to inform program planning annually. / IDEA Regulations – 925 Development, review and implementation of IEP
5.1 Review of existing evaluation data: As part of an initial evaluation (if appropriate) and as part of any reevaluation under these regulations, the IEP Team and other qualified professionals, as appropriate, shall review existing evaluation data on the child, including:
5.1.1 Evaluations and information provided by the parents of the child;
5.1.2 Current classroom based, local, or State assessments, and classroom based observations; and
5.1.3 Observations by teachers and related services providers; and
5.1.4 On the basis of that review, and input from the child's parents, identify what additional data, if any, are needed to determine:
5.1.4.1 Whether the child is a child with a disability, as defined in 14 DE Admin. Code 922.3.0, and the educational needs of the child; or
5.1.4.2 In case of a reevaluation of a child, whether the child continues to have such a disability, and the educational needs of the child; the present levels of academic achievement and related developmental needs of the child; whether the child needs special education and related services; or
5.1.4.3 In the case of a reevaluation of a child, whether the child continues to need special education and related services; and whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general education curriculum.
Delaware Child Outcomes Building Blocks Manual
Family Members As Critical Team Members
Family members are critical members of their child’s IEP team, and play a critical role in the COS rating process. Parents are keen observers of their child’s behavior and have the greatest investment in their progress. Parents and other family caregivers have unique insights about their child’s capabilities across settings and daily routines, and therefore provide important information that will inform the child’s overall assessment and the COS ratings (See page 24). Involving the family in determining the rating on the child outcome summary form will increase the accuracy of the data because of the variety and array of information parents have about their children. However, keep in mind that although the parent knows the child, he/she should not be expected to understand child development. / REQUIRED
619 Procedures Manual
· IEP includes family input that informs program for child
· Survey given to all families in program annually
· Districts can place survey on website to share kind comments and concerns
· Survey Data must be reviewed, analyzed and any needed corrections are made to program
Documentation
· Copy of family survey given to families annually
· IEP
· Documentation that leadership team reviews survey results, analyzed and make any needed corrections
FS3
Maximum
1 point / Program implements a variety of family-centered events annually. / OPTIONAL
619 Procedures Manual
· Programs should offer at least two family events each year
Documentation
· Event Announcement
· Sign In Sheet
FS4
Maximum
4 points / Program supports transition for families:
· Into the program
· Within the program
· Out of the program / IDEA Regulations #300.1224 Transition from Part C to Part B
· Transition Into Program (2)
· Transition within school year – IEP revision
· Transition to Kindergarten (1)
Programs must support transitions for all children (options for more points)
· Transition of records
· Home Visit for all children
· Orientation Meeting
· Visits school will attend next year
· Work with school district child will be attending to set up meetings
· End of Year Family Event –
Information on Kindergarten about kindergarten
Kindergarten orientation and registration / NOT IN PLACE YET
619 Procedures Manual
Programs support transitions of all children
· Required – Transition Plan Into Program – IDEA Regulations
Welcome Letter and Home Visits
Program Orientation
· Required – Transition Plan to Kindergarten
Includes:
Supports in place for Kindergarten Registration (if needed)
Share information about kindergarten
Documentation
· Into – IDEA Regulation
· Transition Out - Kindergarten transition information that is provided to all families
· Transition Within - IEP revision form or letter
· Letter to families about change in classroom
· Kindergarten Registration packet
FP1
Maximum
1 point / Program develops and maintains active relationships with schools. / REQUIRED
619 Procedures Manual
· Program develops and maintains active relationships with community child care programs
Could include:
· Itinerant services in programs
· Providing PD for child care staff
· Including staff at statewide meetings
· Continuous communication with EC programs
Documentation:
· Job description/weekly schedule for itinerant teacher
· Agenda for PD event
· Telephone log
FP2
Maximum
1 point / Program develops and maintains active relationships with community-based agencies / REQUIRED
619 Procedures Manual
· School district must document ways to provide services/relationships with community based agencies.
Documentation:
· School district Directory of specialists or student services including: Coordinators for Homeless, counselors, social workers, crisis counselors
Aligned with Delaware Stars Standards 1
Not Aligned with Delaware Stars Standards
Crosswalk between Delaware Stars for Early Success
ECE Center Standards & Delaware IDEA Part B Section 619 Program Standards
Domain: Qualifications and Professional Development Maximum 30 points
Rationale: A well-prepared teaching and administrative staff are essential to high quality early care and education. Thoughtfully planned professional development linked to effective supervision and evaluation practices provide ongoing support to staff in meeting the needs of young children and their families.
Categories: Education (QE), Training (QT)
Code / Stars Standards / Regulations / 619 Program Standards /QE1
Maximum
4 points / Person functioning as Administrator completes the Delaware Administrator Credential and is qualified through Delaware First as an Administrator. / DEEDS Regulations for Teacher Certification / REQUIRED/MEET
Currently in 619 Programs
Administrators
· Have Administrator DEEDS Certification
· Does not require EC experience or education
Teachers
· Have DEEDS Teacher certificate
· Teacher more qualified than DE First administrator
619 Procedures Manual
Best Practices and to be Stars Level 5 Program
· Administrator must have course work in EC
QE2
Maximum
3 points / Person functioning as the Administrator utilizes the Delaware Early Childhood Career Lattice for professional development planning and achieves Step 8 or above. / DEEDS Regulations for Teacher Certification / REQUIRED/MEET
DEEDS system in place
QE3
Maximum
2 points / Teaching staff complete appropriate credentials.
· At least one staff member attains a Delaware credential (excluding Administrator)
· 25% of staff completes one Delaware credential / DEEDS Regulations for Teacher Certification / REQUIRED/MEET
Teachers have state certification
QE4
Maximum
9 points / Program staff utilizes the Delaware Early Childhood Career Lattice for career planning.
· 50% of staff achieve Step 4 or above on the Delaware Early Childhood Career Lattice
· 30% of staff achieve Step 7 or above on the Delaware Early Childhood Career Lattice
· 20% of staff achieve Step 8 or above on the Delaware Early Childhood Career Lattice / DEEDS Regulations for Teacher Certification / REQUIRED/MEET
Currently 619 classrooms
· 1 teacher and 1 Assistant Teacher (Para)
· 50% of classroom staff are teachers
· Also have qualified Speech Therapists, OT, PT
Teachers
· Have state teaching credentials - DEEDS
· Qualified - comparable DE First
· PD Plan
Assistant Teachers (Paras)
· Just complete Para Pro Test of basic skills
· No ongoing PD related to EC
QE5
Maximum
3 points / Person functioning as Curriculum Coordinator utilizes the Delaware Early Childhood Career Lattice for professional development planning.
· Achieves Step 7 or above on the Delaware Early Childhood Career Lattice
· Achieves Step 8 or above on the Delaware Early Childhood Career Lattice / DEEDS Regulations for Teacher Certification / REQUIRED/MEET
Comparable career lattice because of teaching credential – DEEDS
· Teachers have qualifications comparable with Curriculum Coordinators
QT1
Maximum
3 points / Annual training hours are quality assured.
· For each staff, 50% or more of all training hours completed are quality assured
· For each staff, 75% or more of all training hours completed are quality assured / OPTIONAL
There are procedures in school districts for quality professional development.
· Consolidated Grant Applications requires this.
· District requires quality PD.
· There is no quality assurance for training hours that matches the Institute.
619 Procedures Manual
· PD for early childhood teachers, staff -25% PD is EC related
· Assistant Teachers PD – % of hours must be EC
· Annually 4 or 5 hours is EC
Suggestion: TECE 1, Connect Modules, First Aid
Delaware Institute Website
· PLCs for staff –
· Staff Development Day for assistant teachers
QT2
Maximum
5 points / Program implements a system of staff evaluation that integrates professional development needs.
· Annual evaluation for each staff person that includes observations, written feedback, and a self-assessment completed by staff using the Delaware Competencies for Early Childhood Professionals
· Program requires staff to use annual competency-based evaluation and self-assessment to create annual Individual Professional Development Plans that integrates professional development needs / DEEDS Regulations for Teacher Certification / REQUIRED/MEET
DPAS – State Staff Evaluation System for teachers
QT3
Maximum
1 point / Program completes a Facility Professional Development Plan to compile information on staff professional development needs. / OCCL ECE Center Regulation # 177, 179, 180
ANNUAL TRAINING
177. A licensee shall document that all staff, including an actively involved Owner and the Early Childhood or School-Age Administrator, participate in annual training. Staff members providing direct child care and working twenty-five or more hours per week shall participate in eighteen (18) clock hours of training annually, and those working less than twenty-five (25) hours per week shall participate in nine (9) clock
hours of training annually. Staff members not providing direct child care shall participate in three (3) clock hours of training annually. Only owners, substitutes, or volunteers that work or volunteer less than seven (7) hours per week shall be exempt from the annual training requirements.
A. For staff members providing direct child care, all training shall be within topics or core areas associated with improving quality in the early care and education and school-age care. Topics shall include the following core areas: Child Development; Developmental Curriculum Planning; Positive Behavior Management; Health & Safety; Nutrition; Family/ Community; Professionalism; and Administration.
B. For staff members not providing direct child care such as those assigned only to clerical, janitorial and food service duties, training shall be in topics specific to the job functions of their particular position.
C. Training in CPR, First Aid and Administration of Medication shall not count toward a staff member’s annual training requirement even when required for a particular position.
178. A licensee shall ensure that staff members complete annual training during the time period beginning at the start date and ending at the expiration date of the Center’s license.
ANNUAL PROFESSIONAL DEVELOPMENT PLAN
179. A licensee shall ensure that each year all staff members complete individual Professional Development Plans which includes input from the staff member and is approved by the Early Childhood or School-Age Administrator. The Professional Development Plans shall at least include written documentation of the following:
A. Current qualifications;
B. Annual goal(s) for the individual staff member’s professional development;
C. Progress made toward the goal(s);
D. All training completed by the staff member during that particular year including copies of training
certificates and/or proof of successful completion of the training; and
E. How listed training is related to goals.
180. A licensee shall ensure that the individual Professional Development Plans are available for review by the
Office of Child Care Licensing as a part of the Center’s annual licensure renewal process. / OPTIONAL
619 Procedures Manual
· Administrators need to assess staff PD needs
· Plan PD based on program data
Documentation
Documentation for PD Plan
· PD based on data, needs
Aligned with Delaware Stars Standards 1